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31.
Teresa L. McElhinny Michael J. Dougherty Bethany V. Bowling Julie C. Libarkin 《Science & Education》2014,23(2):445-464
We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change. 相似文献
32.
Sean M. Horan Matthew M. Martin Nicole Smith Meghan Schoo Mary Eidsness Angela Johnson 《Communication Studies》2013,64(1):66-81
In an effort to expand on prior cultivation research involving narrative processing (Bilandzic &; Busselle, 2008), this study examined the interrelationships between viewing amount and the transportation process. Results showed that transportation mediated the relationship between genre-specific television viewing and perceived realism, while overall television viewing directly predicted reduced counterarguing. In addition, structural equation modeling was employed to test a combined cultivation-transportation model leading to changes in viewer excessive drinking perceptions. Findings indicated that genre-specific television viewing indirectly influenced beliefs through increased transportation. Conversely, a significant, direct path was found between overall viewing and excessive drinking beliefs, supporting the original cultivation perspective. 相似文献
33.
Joann Keyton Robin Clair Cristin A. Compton Debbie S. Dougherty Diane Forbes Berthoud Jimmie Manning 《Journal of Applied Communication Research》2013,41(6):665-683
Sexual harassment remains a persistent workplace problem. The 2017 #Metoo movement and what-have-come-to-be routine news stories about sexual hostility, sexual assault, and sexual harassment in American organizations have opened wounds and reinvigorated public commentary. Although the Equal Employment Opportunity Commission sets forth guidelines for organizations to follow, questions remain about what counts as sexual harassment, and what is an organization’s responsibility in maintaining a harassment-free workplace for its employees. At the invitation of the editor, seven organizational communication scholars responded to a series of questions addressing seven issues related to sexual harassment. These are: sexual harassment policy and training; the responsibilities of bystanders of sexual harassment; organizational culture that provides more support to the harasser than the harassed; the intersection of race with sexual harassment; same-sex harassment and female-to-male harassment; and what can be learned from public movements (e.g. #Metoo). The co-authors’ responses describe sexually harassing situation with which they are familiar. 相似文献
34.
AbstractThis column discusses the point-of-care tool Clinical Pharmacology. This review is primarily intended for newer health sciences librarians who are learning about drug references and clinical decision-making support systems or health sciences librarians making collection development decisions, although any librarian will find this review useful. A sample search will be provided to highlight the database’s unique features as well as a comparison to other resources. 相似文献
35.
ABSTRACTWhile motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural–cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed. 相似文献
36.
Meghan Bathgate Amanda Crowell Christian Schunn Mac Cannady Rena Dorph 《International Journal of Science Education》2013,35(10):1590-1612
Engaging in science as an argumentative practice can promote students’ critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper explores whether middle-school students’ ability to engage in critical components of argumentation in science impacts science classroom learning. It also examines whether students’ willingness to do so attenuates or moderates that benefit. In other words, does one need to be both willing and able to engage critically with the discursive nature of science to receive benefits to learning? This study of middle-school students participating in four months of inquiry science shows a positive impact of argumentative sensemaking ability on learning, as well as instances of a moderating effect of one's willingness to engage in argumentative discourse. Possible mechanisms and the potential impacts to educational practices are discussed. 相似文献
37.
Dr. John W. Dougherty 《The Educational forum》2013,77(2):190-191
Given the prevailing spirit of teacher frustration regarding current educational policy, the authors perused frequently visited teacher blogs and discussion boards in the summer of 2009 to determine whether teachers are effectively using them to express professionally informed political dissent regarding educational policy. While many teachers are frustrated with educational policies, they are not particularly adept at voicing their dissent against such policies. Many downplay their professional knowledge, avoid overtly political postings, and feel isolated from others who share their views. 相似文献
38.
Younbo Jung Wei Peng Meghan Moran Seung-A Annie Jin Margaret McLaughlin Michael Cody 《Educational gerontology》2013,39(3):193-212
Investigated were why some low income, predominantly immigrant seniors (n = 91) choose to enroll in free training and start to use computers and the Internet while others choose not to enroll. The study was conducted in collaboration with a senior center in downtown Los Angeles that provides free Internet access and training to its seniors. The results suggest that psychological variables (e.g., computer anxiety, computer self-efficacy, and aging anxiety) are stronger predictors of older adults' enrollment than their age or actual experience in using computers. Discussed are ways to motivate seniors to participate in computer training by reducing potential barriers. 相似文献
39.
Within special education policy and practice, parents are expected to advocate for their children to receive appropriate special education and related services. However, the majority of parents report feeling disempowered to advocate; families from culturally and linguistically diverse (CLD) backgrounds may feel especially disempowered. Federally funded Parent Training and Information Centers (PTIs) exist in each state to empower historically underserved (including CLD) parents of children with disabilities. In this study, we examined how PTIs educate and empower CLD families through semi-structured interviews with 13 PTI staff members who work with CLD families across five states. The participants emphasized the importance of strategies such as conducting outreach in local communities and developing parent leaders among the CLD families they support. The findings also indicated that PTIs struggle with addressing external, systemic barriers which influence CLD families. Implications for research, policy, and practice are discussed. 相似文献
40.
Samantha E. Goldman Meghan M. Burke Carolyn Q. Mason Robert M. Hodapp 《Exceptionality》2017,25(1):40-53
Parents of students with disabilities often receive support from special education advocates, who may be trained through a variety of programs. Using a web-based survey, this study examined the postgraduation advocacy activities of 83 graduates of one such volunteer advocacy training program. In the one to four years after program graduation, 63.8% (53 of 83) of the graduates advocated for one or more families; these sustained advocates reported stable rates of advocacy over time, and advocates performed activities that were either family-focused or school-focused. For graduates who advocated post-training, amounts of advocacy were positively related to satisfaction with advocating and with higher levels of involvement with other advocates and with the broader disability community. Compared to those not advocating after graduating, sustained advocates reported greater advocacy-role identities, increased involvement in disability groups, and higher likelihood to advocate in the upcoming year. Future research and practice implications are discussed. 相似文献